Strategy Anticipation Guides

Anticipation guides allow students to contemplate their knowledge, beliefs, and experiences about concepts, skills, or strategy application before a unit begins. Students can open their “prior knowledge” files in order connect new learning to their existing schema. Through instruction, knowledge and skills can be revised, reorganized and enhanced. 

“What students already know about a topic may be jumbled, disorganized, and incomplete — and sometimes it can be plain wrong. Anticipation guides…are designed to determine what students know, and are especially effective when they hone in on common misconceptions” (Fisher, Frey & Hattie, 2016).  It is difficult to determine what students bring to the learning without some sort of intentional evidence gathering. In addition to providing some of this needed evidence, “prediction and anticipation guides provide frontloading in preparation to connect new learning” (Buehl, 2017). “As an added advantage, such activities give students clues about what’s coming next and that helps them set a purpose for learning, an important aspect of motivation” (Lent, 2012).

In Strategic Reading (secondary intervention), our comprehension standards are focused on building metacognitive processes needed to make sense of a text.  Our anticipation guides provide opportunities for students to consider how they think about their thinking and provide teachers with evidence of the students understanding, or lack of understanding, in preparation for strategy instruction.    

Our comprehension standards include:  

Activate prior knowledge specific to the text to determine a purpose for reading. Use text and text features to develop logical predictions. Monitor the accuracy of the predictions, analyze textual evidence to adjust.

Generate implicit and explicit questions for a variety of purposes (predict, clarify, wonder); seek answers to questions to deepen comprehension.

Detect signs of confusion, diagnose causes of the confusion & determine effective reading strategies to resolve confusion and improve comprehension.

Read closely to determine essential details to analyze the author’s important ideas and intended themes; synthesize information in a logical structure that maintains the author’s intended meaning.

Following each unit, we find that revisiting the unit anticipation guides allows students to reflect on their own development as a result of their new learning. Opportunities for students to self-assess and self-reflect are considered highly impactful on student motivation and growth (Fisher, Frey & Hattie, 2016).   

Click on the image to follow the link to the anticipation guides we developed for our Strategic Reading comprehension standards. 

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